Implementation of Thematic Instructional Model in Elementary School

Yıl 2018, , 23 - 31, 16.05.2018

Chumdari Chumdari Sri Anitah Sri Anitah Budiyono Budiyono Nunuk Nunuk Suryani

https://doi.org/10.24331/ijere.424241

Cited By: 13

Öz

The purpose of this research is to know the implementation of thematic instructional model and the achievement of student learning outcomes in the field of knowledge, skills, and attitude/character. This quantitative research was conducted in Elementary School in Surakarta City, from November 2015 to February 2016. The teachers and 63,433 students from 253 elementary schools became the population of this study. Samples were obtained through multistage cluster random sampling technique. The samples were eight classes from six schools in Laweyan Sub-district. Data collection involved observation, interview, questionnaire, and documentation technique. Data analysis used comparative analysis technique. The result of the research showed that in general, the thematic learning works appropriately. It can be elaborated as follows: (1)The planning and implementation of thematic learning is classified appropriate, (2) Student learning activity is less optimal mainly due to direct learning methods, (3) Average score of learning implementation is 76.5 on a scale from 0-100, (4) Average score of learning outcomes in terms of knowledge and skills is 83.5 on a scale from 0-100, (5) Average score of attitude aspect (behavior, craft, and neatness) is classified as ‘Good’, (5) Average score of student characters is 2.77 on a scale from 0-4. The score is categorized ‘Good’ or ‘in progress’, in which the students have shown particular but inconsistent behaviors. This character should be improved. In overall, the thematic model in Elementary School has been successfully implemented.

Anahtar Kelimeler

Thematic learning, learning outcomes of knowledge, skills

Kaynakça

• Anitah, S. (2009). Teknologi pembelajaran. Surakarta: Learning Resource Center Faculty of Teacher Training and Education UNS. Aqib, Z. & Sujak. (2011). Panduan & aplikasi pendidikan karakter. Bandung: Yrama Widya. Astuti, S. I. & Widyastuti, D. (2013). Peran sekolah dalam pendidikan karakter dengan pengembangan pembelajaran holistik dan kontekstual. Retrieved from staff.uny. ac.id /sites /default/file/PowerPoint. Billig, S. H., Jesse, D. & Grimley, M. (2008). Using service-learning to promote character education in a large urban district. Journal of Research Education, 6(1). Retrieved from https://characterandcitizenship.org/sample-articles/5-using-service-learning-to-promote-character-education. Borba, M. (2008). Membangun kecerdasan moral, tujuh kebijakan utama untuk membentuk anak bermoral tinggi [Translation Lina Yusuf]. Jakarta: PT GramediaPustakaUtama. Budiyono. (2017).Pengantar metodologi penelitian pendidikan, Surakarta, UNS Press. Depdiknas. (2003). Undang-Undang RI nomor 20, tahun 2003, tentangSistemPendidikan Nasional. Drake, S. M. & Burns, R. C. Meeting standards throught integrated curriculum. Retrieved from http://www.ascd.org/publication/books/103011.aspx. Elkind, D. H., & Sweet, F. (2004). How to do character education. Retrieved from: http://www.goodcharacter.com /article4.html. Fogarty, R. (1991). How to integrated curricula. Illinois: Skylight Publishing Inc. Fogarty, R. (1991). The association for supervision and curriculum development, ten ways to integrate curriculum. Retrieved from http://www.ascd.org/ascd/pdf/journals/edlead/el199110fogarty.pdf. Hamalik, O. (1982). Pengajaran unit, studi kurikulum dan metodologi. Bandung: Alumni. Henderson, R. W. & Edward, M. L. (1995). Effects of thematically integrated mathematic on student of Mexican descent. The Journal of Educational Research, 88(5). John, Y. J. (2015). A “new” thematic, integrated curriculum for primary schools of Trinidad and Tobago: A paradigm shift. International Journal of Higher Education, 4(3). Retrieved from http://www.sciedupress. com/ijhe. Kemendikbud RI. (2011). Pendidikan karakter untuk membangun karakter bangsa. Jakarta: Direktorat Jenderal Pendidikan Dasar. Kemendikbud RI. (2013). Peraturan menteri pendidikan dan kebudayaan Republik Indonesia Nomor 65 Tahun 2013 Tentang Standar Proses Untuk Satuan Pendidikan Dasar dan Menengah. KemendiknasRI. (2007). Peraturan menteri pendidikan dan kebudayaan Republik Indonesia Nomor 41 Tahun 2007 TentangStandar Proses Untuk Satuan Pendidikan Dasar dan Menengah. Kovalik, S.J. (2014). Integration of the disciplines, integrated thematic instruction model. Retrieved from: http://www.thecenter4learning.com/html/aboutus/itimodel.htm. Kovalik, S. J. (1994) Integrated thematic instruction (ITI) model. Retrieved from http://www.thecenter4learning.Com/html/aboutus/itimodel.htm. Lickona, T. (2013). Pendidikan karakter, panduan lengkap mendidik siswa menjadi pintar dan baik. [Translation: Lita S]. Bandung: Penerbit Nusa Media. Liu, M. C. & Wang, J. Y. (2010). Investigating knowledge integration in web-based thematic learning using concept mapping assessment. Educational Technology & Society, 13(2), 25-39. Retrieved from: www.ijhssnet.com. Majid, A. & Rochman, C. (2014). Pendekatan ilmiah dalam implementasi kurikulum 2013. Bandung: PT Remaja Rosdakarya. McDaniel, K. A. Character education: Developing effective programs. Retrieved from http://www.joe.org/joe/1998april/a3.php Merickel, M. L. (1998). Integration of the disciplines, integrated thematic instruction model. Retrieved from http://www.thecenter4learning.com/html/aboutus/itimodel.html. Min, K. C., Rashid, A. M. & Nazri, M. I. (2012). Teacher’s understanding and practice towards thematic approach in teaching integrated living skills (ILS) in Malaysia. International Journal of Humanities and Social Science, 2(23). Retrieved from www.ijhssnet.com. Mutohir, T. C., Sunaryo, K., Zuhdi, D., Abdul, A. W. & Ida, S. H. (1996/1997). Pembelajaran terpadu untuk PGSD. Jakarta: Ditjen Dikti, BP3GSD. Sugiyono. (2010). Metode penelitian pendidikan. (Pendekatan Kuantitatif, Kualitatif, dan R&D). Bandung: Alfabeta. Susilo, J. R. S. A. (2012). Pembelajaran nilai karakter, kontruktivisme dan vct sebagai inovasi pendekatan pembelajaran afektif, Jakarta: PT. Raja Grafindo Persada. Tamassia, L. & Renaat, F. (2014). Does integrated science education improve scientific literacy? Journal of the European Teacher Education Network, Vol 9, 131-141. Retrieved from https://www.jeten–online.org/ index:php:/jeten/article/download/44/39. Thompson, W. G. (2002). The effects of character education on student behavior. Electronic Thesis and Dissertation Paper 706. Retrieved from http://dc.etsu/etd/706. Trianto. (2010). Mengembangkan model pembelajarantematik. Jakarta: Prestasi Utama. Wolfinger, D. M. & Stockard, J. W. (1997). Elementary method an integrated curriculum. New York: Longman. Wolfinger, D. M. (1994). Science and mathematics in early childhood education. New York: Harper College Publisher. Zuhdi, D., Prasetya, Z. K. & Masruri, M. S. (2010). Pengembangan model pendidikan karakter terintegrasi dalam pembelajaran bidang studi di sd. Cakrawala Pendidikan, Edisi Khusus, XXIX.